(2022). An Examination of Educator Perspectives on Career and College Pathways for Black, Indigenous, and Students of Color with Disabilities. ProQuest LLC, Ed.D. Dissertation, Portland State University. Black, Indigenous, and students of color (BIPOC students) in high school, who are dually experiencing the socially constructed labels of race and disability (BIPOC-SWD), are not provided with equitable access to Career and College Pathway (CCP) programs, which contributes to a lack of preparedness and success within postsecondary settings. Despite school reform policy efforts that incorporate Culturally Relevant Pedagogy (CRP), (Gay, 2002, 2010; Ladson-Billings, 1994, 2014) and Career and College Readiness frameworks (Conley 2010; Farrington et al. 2012; Monahan et al. 2020; Morningstar et al. 2017), BIPOC-SWD perpetually have lower achievement rates, poorer postsecondary outcomes, and are less prepared for careers or college (Monahan et al., 2020; Lipscomb et al., 2017; McFarland., 2017; Newman et al., 2011; Castro, 2020). Utilizing a Disability Critical Race Theory (DisCrit) (Connor et al., 2016) lens, this comparative case study was used to examine educator perceptions of the… [Direct]
(2017). Fueling the STEMM Pipeline: How Historically Black Colleges and Universities Improve the Presence of African American Scholars in STEMM. Journal of Urban Learning, Teaching, and Research, v13 p9-25. The purpose of this article is to assess areas of opportunity and access for students of color to participate in the science, technology, engineering, mathematics, and medicine pipeline (STEMM). Using a Critical Race Theory framework, this position paper reviews occupational outcomes and stratification in STEMM fields, examines the pertinence of mathematics as an access point for STEMM entry, and addresses the prominent role that Historically Black Colleges and Universities (HBCUs) play in creating and nurturing STEMM scholars. Throughout the article, emphasis is placed on urban districts, which are often burdened by limited resources while serving the largest number of students of color. The article concludes with suggested recommendations for improving the diverse representation in STEMM fields…. [PDF]
(2017). The Spatialization of Racial Inequity and Educational Opportunity:Rethinking the Rural/Urban Divide. Peabody Journal of Education, v92 n3 p385-404. This analysis recounts and examines the history of American public education, focusing on the experiences of poor urban and rural students of color. Using the lens of critical race theory, it suggests that educational inequity is not just raced and classed but also spatialized–that is, embedded in and maintained through geography. The mechanisms of this spatialization similarly disadvantage rural and urban schools serving poor children of color, and educational reforms have failed to dismantle the relationship between inequity and geography. Offering a clearer understanding of today's inequities, this analysis shows that these schools should be seen less as opposites than as allies with a shared interest in expanding educational opportunity across geographies…. [Direct]
(2017). Race, Ethnicity, Class and Identity: Implications for Study Abroad. Journal of Language, Identity, and Education, v16 n5 p328-341. This study addresses study abroad and second language acquisition. The number of U.S. students studying abroad is increasing. However, students' cultural and linguistic immersion experiences abroad can be disconcerting, challenging their sociocultural identities, values, learning objectives, and expectations. This study employed critical race theory to explore how a Black male student's race, ethnicity, and class affected his interactions with locals and his language and culture learning, and how his experiences had strong repercussions on his identity negotiation process. The results of this study had strong implications for this student's full immersion and academic learning. This article concludes with considerations for study abroad programs and how they should address discrimination, racial microaggressions, and racial battle fatigue…. [Direct]
(2017). Talk about a Racial Eclipse: Narratives of Institutional Evasion in an Urban School-University Partnership. Journal of Cases in Educational Leadership, v20 n1 p6-21 Mar. During a student teaching experience, teacher education candidates affiliated with an urban School of Education school-university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for leadership. Authors suggest combining critical race theory with organizational narratives to explore the dilemmas at various structural levels, but in particular for the principal and district-level administrators…. [Direct]
(2017). Perceptions of College among Latina/o Elementary Students. SAGE Open, v7 n4 Oct. This study uses empirical data from a version of the Clark doll experiment and Latina/o Critical Race Theory (LatCrit) to determine the factors that shape the perceptions of college among 35 randomly selected Latina/o children in Grades 2nd to 5th. The findings of this study lead to two conclusions: (a) that Latina/o children hold their race/ethnicity in lower regard when compared to Whites, exhibit an ambivalence regarding identity that negatively affects their self-esteem and their perceptions of college as an attainable goal; and (b) that Latinas perceived themselves more favorably than Latinos in all categories, which positively affects their perceptions of a college education…. [Direct]
(2017). "I Am Not the Intended Audience": (Re)Envisioning Culturally Responsive Teacher Education with Preservice Teachers of Color. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Although it is argued that teachers of Color have the potential to improve the educational experiences and outcomes of historically marginalized communities of Color, little is known about the experiences and identities that shape their teacher preparation. Rather, there is a privileging of Whiteness in teacher education research and practice. This paper disrupts this privileging by focusing on the experiences of preservice teachers of Color in a multicultural education course. The study discussed utilized critical race theory to examine the ways that preservice teachers of Color made sense of their racialized experiences and identities over time and spaces. These counternarratives serve as a knowledge base for an emerging framework for developing culturally responsive and sustaining teacher education practices…. [Direct]
(2023). Investigating Principals' Roles in Special Education Placement as a Measure to Mitigate the Overrepresentation of African Americans in Intellectual Disability and Emotional Disturbance Categories: A Qualitative Descriptive Research Study. ProQuest LLC, Ed.D. Dissertation, Northcentral University. The Individuals with Disabilities Educational Act (IDEA) safeguards the learning of students with disabilities and protects them from nondiscriminatory assessments that identify their disabilities and align them with the special education support and services required. However, when the IDEA is not adequately followed, students with disabilities are likely to be placed in inappropriate special education categories. The problem addressed by this descriptive qualitative study was the unawareness of principals' roles in special education placement that may contribute to the disproportional representation of elementary African American students in intellectual disability and emotional disturbance eligibility categories. The study was guided by the critical race theory. The study used the qualitative descriptive research design to investigate principals' roles in special education placement as a measure to mitigate the overrepresentation of African Americans in intellectual disability and… [Direct]
(2023). A Phenomenological Inquiry into Factors Impacting the Sense of Belonging of African American Staff Administrators at a Hispanic Serving Institutions in Central New Mexico. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. This phenomenological study aimed to explore the lived experiences of African American staff administrators who hold non-academic administrative positions at a Hispanic Serving Institutions (HSI) situated in the southwestern region of the United States. Employing a phenomenological approach and purposeful sampling, the study involved conducting in-depth interviews with eight participants. These interviews delved into various aspects, including their past racial experiences, perceptions of how they established a sense of belonging within the institution, and their past approaches to assimilating into the cultural, normative, and environmental aspects of the HSI. The study was guided by two conceptual frameworks: Critical Race Theory and Intersectionality. Its primary objectives included uncovering the challenges that African Americans faced in the HSI setting, examining the strategies employed by African American staff administrators to persevere in such an environment, and exploring… [Direct]
(2023). A Multiple Case Study of Parents' Views of Educational Experiences of African American Students in High School Advanced Placement in STEM Related Courses. ProQuest LLC, Ed.D. Dissertation, Northcentral University. In the United States, education continues to be plagued by a racial achievement gap that disproportionately affects Black children. Although significant progress has been made in eliminating some of the country's long-standing racial discriminatory practices, the effort to eradicate racism remains unfinished as long as disparities exist between ethnic groups. The purpose of this qualitative multiple case study was to gain insight into parents' perceptions and experiences of the inequities faced by Black students that restrict access to and involvement in Advanced Placement science, technology, engineering, and math courses in one urban high school. The problem addressed was the underrepresentation of African American students in high school Advanced Placement classes. The guiding foundational theoretical framework was critical race theory, which suggests that racism continues to be the unseen culprit tarnishing major systems within society, including the educational system…. [Direct]
(2023). The Role of Race in the Career Advancement and Promotion of Minority Educational Administrators within the Northeastern Region of the United States. ProQuest LLC, Ed.D. Dissertation, Sage Graduate School. The perception of race and how it affects hiring capabilities of minority educational administrators directly affects the quality of leadership within the educational system. So much so, that there can be a negative impact on the ability of the system to recruit, foster, and nurture its brightest and best leaders. Having negative views on the hiring process can in fact hinder talented individuals that are appropriate for desired executive positions to refrain from pursuing such roles. The purpose of this study was to examine the hiring disparities experienced by minority educational administrators within the Northeastern region of the United States, and to identify ways to successfully achieve career advancement in spite of racial barriers. This research was a qualitative, phenomological study guided by Critical Race Theory (CRT), Anti-Subordination Theory, and Affect Control Theory. The researcher utilized an interview protocol and interview questions to investigate how minority… [Direct]
(2023). The Lived Work Experiences of African American/Black Male Full-Time Faculty at Midwestern Community Colleges. ProQuest LLC, Ph.D. Dissertation, Indiana Institute of Technology. The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores… [Direct]
(2023). Underrepresented Students' Perspectives on Higher Education Equity in the University of California's Elimination of the Standardized Testing Requirement: A Critical Policy Analysis. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In July 2022, the University of California (UC) permanently eliminated the standardized tests requirement for its freshman admissions in order to alleviate the severed socioeconomic gap and college access barriers that were heightened by the COVID-19 pandemic. This critical policy analysis research explored the immediate effects of UC's policy reform on higher education equity. All 14 participants were underrepresented minority (URM) students who applied to at least one UC campus for fall 2022's freshman admissions and were enrolled in four-year universities at the time of this study. From demographic surveys, focus groups, and in-depth interviews, I applied critical race theory (CRT) tenets and internalized oppression theory to explore, interpret, and provide counter-narratives of URM students' college planning and application experiences after the policy reform. From analyzing these students' perceptions of the elimination of the standardized tests requirement and UC's admissions… [Direct]
(2023). The Lived Experiences of Being an African American Male Teacher in Metro Area Public Schools: An Interpretative Phenomenological Analysis. ProQuest LLC, Ed.D. Dissertation, Northcentral University. African American male teachers have navigated a complex web of challenges such as limited recognition, racial stereotypes, salary disparities, and low representation in the context of metro area public schools. The problem addressed in this study was the shortage of African American male teachers in the United States. The purpose of this qualitative interpretative phenomenological analysis was to examine the lived experiences of being an African American male teacher, thus discovering insights that could be used to formulate strategies for increasing the African American male teacher pool. The study was grounded in the critical race theory as the theoretical framework for informing the racial dynamics within educational settings. The research questions in the study were those asking: (1) What do African American male teachers believe influences them to pursue careers in public schools? (2) What obstacles have African American male teachers had to overcome to enter and continue… [Direct]
(2023). Perspectives of Kanaka Well-Being: The Stories of Native Hawaiian Doctoral Students. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study examined Kanaka (Native Hawaiian) well-being and focused on two questions: (a) How do Kanaka doctoral students describe their well-being? and (b)What lived experiences contribute to the development of their well-being? Rooted in a multiple case study design, this exploratory qualitative inquiry tells the story of 11 Kanaka doctoral students at the University of Hawai'i at Manoa and their genealogy of well-being. Well-being is explored through hula as a research approach. This approach is informed by a combination of Kanaka 'Oiwi Critical Race Theory with aspects of embodied cognition theories. It also draws upon hula as an art form in the research design. The author's hula genealogy framed what she heard, smelled, tasted, touched, and felt and informed how she heard, understood, and re-told the stories of the Kanaka who participated. She developed a (k)new understanding of well-being as pono (balance within the mind, body, and spirit) and malama (care for the relationships… [Direct]